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Kirkwood Soccer Club. Player Development Philosophy. Present ideas/ discussions for the designing a player development philosophy for your club/ league Understand the value of long term development versus short term. Purpose. WHAT IS PLAYER DEVELOPMENT?.
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Kirkwood Soccer Club Player Development Philosophy
Present ideas/ discussions for the designing a player development philosophy for your club/ league Understand the value of long term development versus short term Purpose
WHAT IS PLAYER DEVELOPMENT? Player development demands that the player is central to all decisions made regarding training and competition. Coaches need to consider how the issues of player development influence their philosophy of coaching. Decisions made about what is best for a young player have far reaching amplifications as the player grows older. Does winning championships at ten years old translate into winning championships at twenty years old?
WHAT IS PLAYER DEVELOPMENT? • To understand player development, you must first have a coaching philosophy • What’s yours? • Why are you hear? • What do you hope to achieve? Do you have REALISTIC expectations for your players? Does your philosophy reflect their age as well as their physical and psychological maturity?
Why Do Kids Participate? • Competence (Learning and Improving) • Affiliation (Being a part of a group) • Fitness (physical health and development) • FUN (Enjoying performance and relationships)
How Do Players Learn? They receive information and process it in order of importance. (LISTEN) They block out unnecessary cues – attend to the most important. (FOCUS) They concentrate on the execution of decisions they have made. (DECIDE) They initiate the execution of mechanics from that decision. (DO IT) Coaches should talk to players in a language that players will understand.
Why They Stop? • Lack of Playing Time (A) • Overemphasis on Winning (A) • Other Activities are more interesting/fun • Lack of Fun (A) • Coaching Behaviors (A) • Dissatisfaction with performance (A) • Lack of Social Support (A)
“For some reason, adults – some who can’t even kick a ball – think it’s perfectly okay to scream at children while they’re playing soccer. How normal would it seem if a mother gave a six-year-old some crayons and a coloring book and started screaming? “Use the red crayon! Stay in the lines! Don’t use yellow!” You think that child would develop a passion for drawing? Most important, parents must realize that playing sports is a way for children to express themselves.” Claudio Reyna, US World Cup Captain Product vs. Process Learning
The Big Picture • 1 in 330 go from high school to college sports • 1% (male) of High School soccer players receive Division I scholarships • 2% (female) of High School soccer players receive Division I scholarships • 1 in 12,000 go from high school to pro • Not all of the children are there to win! • Losing is a part of living • Lifelong Fans of the Game!
Psychology and Player Development • Know your audience of players • Cognitive Development • Motor Development • Physical Development
Are today’s coaches empowering our players, or are they encouraging a coaching dependency? Over-coaching is when your players look at you for every move. Under-coaching is when your players can’t find you. Dr. Ron Quinn
Keys/ Questions • Development v. Results • Player Qualities • Flexibility- When you HAVE the ball VERSUS When you DO NOT have the ball
One Example “DEVELOPING THE YOUTH SOCCER PLAYER” The stages for the soccer formation from 6 to 16 years of age Bruno Redolfi Technical Director Scuola Calcio A.C. PERUGIA
2 THE FIRST NECESSITY • A SOCCER SCHOOL SHOULD HAVE AN EFFICIENT INSTRUCTIONAL PROGRAM THAT INCLUDES: • UNDERSTANDING OF PSYCO-MOTOR ABILITIES OF THE STUDENTS • UNDERSTANDING OF THE STUDENT’S CAPACITIES • TECHNICAL AND TACTICAL ASPECTS • OBJECTIVES THAT CAN BE ACHIEVED GRADUALLY • INTEGRATED MEANS AND METHODS THAT PERMIT A FLEXIBLE TRAINING SYSTEM • global –inductive – deductive – analitical • ESSENTIAL ASPECTS OF TRAINING • Adapt the base activity to cognitive and physiological capabilities of the students. • Always consider and stimulate the demands that come from the group in order to set up activities already established during planning stages. • Within the younger age groups of the soccer school propose situations that stimulate creativity and originality, motor results and/or personal technical-tactical results. Estimation of the quality may necessity corrections. • Proceed with continuous and progressive activities based on a scale that goes from the simple to complex, from the “known” to the “new”. • Guarantee a multilateral formation with motor skills base that are as wide as possible in relation to the age group to be considered. • Cosider the student the absolute protagonist of the activity.
3 TECHNICAL GUIDELINES • MAXIMIZE THE INDIVIDUAL TECHNICAL DEVELOPMENT • IMPROVE THE TECHNICAL TO TEACH THE TACTICAL • IMPROVE THE INDIVIDUAL TO IMPROVE THE GROUP • TRAIN THE MOTOR CAPACITIES • TRAIN THE COORDINATIVE CAPACITIES (within the age group of 6-11 years of age) • TRAIN PHYSICAL CONDITIONING CAPACITIES (the physical characteristics, working specifically from 13-14 years of age) • FORMATION STAGES • This categorization should naturally be flexibe. Biological maturity should be taken into account when considering the players formative stages.
10 DEFINITION OF “TECHNIQUE” • Technique satisfies the tactical objectives which vary because in a game of soccer situations are never identical. Techniques become an instrument available to the player to resolve flowing problems within the unfolding of the play. In soccer the technique is the achievement that will allow the solution of the situational-tactical objectives. • A player should know: WHAT TO DO? – HOW TO DO IT?– WHERE AND WHEN TO DO IT? – WHY DO IT? • ASSUMED FOR THE UNDERSTANDING OF THE TECHNIQUE • Social environment: the child will accomplish better results if the surrounding social environment is positively stimulating (family, friends, managers, instructors) • Language: the relationship between the student and the instructor needs to be simple, punctual, and age appropriate for the child • Feedback: internal and external (only he who is in a position to try the technical gesture can benefit from the sensory information and feedback) • External conditions: understanding of assigned tasks (motor) always starting from the simple with the adaptation to the learning level • Initial motor-level: the motor-experience precedent experienced, favor the learning process (not to forget the hereditary factor) • Motivation to learn: they succeed to learn gestures and movements, not only to understand but also if it is motivated and disposed correctly • Understanding of assigned tasks: the student has to be able to understand what has to be done, he needs to be able to do it right and no difficult tasks have to be proposed. This will help to complete the technical development • Role of the instructor: fundamental. In order to render the student self-sufficient and independent
13 SUBDIVISION OF THE DIDACTIC ACTIVITY • PICCOLI AMICI (6-8 YEARS OLD) • DEVELOP THE NEEDS AND THE MODALITY OF MOVEMENT UTILIZING THE BALL AS A TOOL • THE ACTIVITY SHOULD FOCUS EXCLUSIVELY ON COORDINATION AND BALANCE OF MOVEMENT • PROCESS TO START SOCIALIZING IN WHICH THE EGOCENTRIC PUSH OF EACH CHILD IS STRONG • PULCINI (8-10 YEARS OLD) • ACTIVITY MORE SPECIFIC • EXCERCISES WITH SPACES SUITABLE TO THE PHYSICAL AND TECHNICAL CHARACTERISTICS OF EACH STUDENT • ALLOW EVERYONE TO HAVE NECESSARY COMPETITIVE EXPERIENCES FOR A PSYCHO-MOTOR GROWTH OPPORTUNITY • THE COMPETITION REPRESENTS THE MEASURE OF THEIR OWN KNOWLEDGE AND BY THE TECHNICAL KNOWLEDGE POSSESSED • KNOW HOW TO CONNECT WITH TEAMMATES AND OPPONENTS • MAJOR DESIRE OF DIALOG AND COLLABORATION • ESORDIENTI (10-12 YEARS OLD) • THE ACTIVITY ALWAYS EVOLVES MORE TOWARDS TECHNIQUES THAT COME FROM THE AGONISTIC COMPETITION • ENHANCE THE VALUE OF WHO POSSESS GOOD MOTOR POTENTIALITY • GUARANTEE EVERYONE A FAIR TECHNICAL GROWTH • INTERVENE ON THE ATHLETES THAT SHOW SLOW GROWTH (ESPECIALLY WITHIN THE PHYSICAL NATURE) • GIOVANISSIMI (12-14 YEARS OLD) • FULL TECHNICAL-TACTICAL KNOWLEDGE • SPECIFIC PHYSICAL PREPARATION (components neuromuscular and aerobic potentiality) This category is the so-called “pyramid point” where at the base there is the so-called “scuola calcio” project. This age group represents the accomplishment of the objectives and also the quality of the work carried out through out the previous years. • ALLIEVI (14-16 YEARS OLD) • SOCCER MATURITY • SPORTIVE COMPILATION • INDIVIDUALIZED TRAINING • HIGHER APPLICATIONS
14 ANNUAL PERCENTAGE OF THE ACTIVITY BASED ON THE TECHNICAL-TACTICAL-PHYSICAL PARAMETERS
16 ANNUAL DISRTIBUTION OF WORK LOADS • U8 • Subdivision within the inside of the parameter: • TACTICAL • Situation 15% • Tactical Game 10% • TECNICHAL • Coordinative 10% • Perceptive 55% • PHYSICAL 10%
25 ANNUAL DISTRIBUTION OF WORK LOADS • U10 • Subdivision within the inside of the parameter: • TACTICAL • Situational 10% • Tactical game 25% • TECHNICAL • Coordinative 30% • Perceptive 25% • PHYSICAL 10%
35 ANNUAL DISTRIBUTION OF WORK LOADS • U12 • Subdivision within the inside of the parameter: • TACTICAL • Situational 20% • Game tactics 20% • TECHNICAL • Coordination 15% • Perceptual 30% • PHYSICAL 15%
45 ANNUAL DISTRIBUTION OF WORK LOADS • U14 Subdivision within the inside of the parameter: • TACTICAL • Situational 15% • Tactical Game 25% • TECHNICAL • Coordinative 20% • Perceptive 10% • PHYSICAL 30%
What is your Philosophy? How do you Apply it?
U6-u9- Pool Training U10-u12 Pool Training plus Team Training U13 and above Team Training “Pool Training” is where players are grouped amongst players of similar ability within their age group. “Pool Training” creates a dynamic environment where social familiarity, competition with and against each other, and constant stimulation is tailored to the age-specific needs players. What is your training Format per Age Groups?
CONTROL Dribbling to beat an opponent Dribbling to change direction COORDINATION Juggling Foowork CIRCULATION Possession Penetration CARDIO Anaerobic Aerobic How do you Outline Skills, ex.
KSC would like to develop an Attack-Oriented Style of play. The style of play is ultimately determined by the players you have available and of course your opposition. However, WE would like to promote within the club a style that promotes going forward with a purpose to score. System of Play U9-u10, 1-2-1-2 U11-u12, 1-3-1-3 U13-u15, 1-4-3-3 Develop the player first Optimize team development Be progressive from u9s to u18s- there must be a common thread from age to age in order maintain a level of development. Players must be able to play at least 2 positions, ie What is your Style of Play per Age Group? Ex.
The Principles of Play for KSC are as follows: Look forward first with accuracy and purpose. Possession is the key to scoring. Defend up field. Use possession to probe the opposition for penetrating opportunities. Utilize ball-oriented defense within a zonal system. Quick transitions: defense to offense, offense to defense. The game of soccer can be broken down into two (2) basic concepts: SPACE TIME When in possession of the ball, WE want to create more space and time on the ball. When not in possession, WE want to deny space and time on the ball for the opposition. What is your Style of Play per Age Group? Ex.
When in Possession: Create more space and time! Look to score. Utilize combination plays to maintain possession. Player movement is crucial. Be creative. Attacking principles for an attack-oriented style: Attack with Pace. Immediately after winning the ball, look forward first. Utilize possession to probe with quick accurate passing. Create 2 versus 1 situations, numbers up. Transition from defense to attack needs to be quick. Define player roles and objectives when in possession. What is your Style of Play per Age Group? Ex.
Most Common Very adaptable, diamond mfd or att/def mfd Two Blocks/ Lines of Defs + Mfds Could be very defensive in Nature Need to address the Two Bocks in terms of Transition Attack from MFD or Attack from DEF Comparison
4-3-3- a developmental system 4-5-1- a mature system Could be very Attack- Oriented Could be very Defense- Oriented Open space to exploit Closed Space and Counter Attack Attack from Wide Areas Attack from Mfd Comparison
UNIFORM PHILOSOPHY • All the teams must utilize the same formation and the head coaches (coaching staff) will have a uniform philosophy, with the same objectives. This way, when players move to the next division they will be able to adjust and facilitate the work of the head coach at that level. • 1-4-3-3 • 1-3-4-3 • 1-4-2-4 Note • All the head coaches will master all of the above systems, and all systems will operate under the same principles
Specialization by Lines • The first step will be to unify ways to work with the same soccer concept. Regardless of who will be in charge of the task, the head coach of each team must master and be able to fulfill the mission
EXAMPLE 1-4-3-3 System • System of Play • Develop the player first • Optimize team development • Be progressive from u9s to u18s- there must be a common thread from age to age in order maintain a level of development. Again, it is about the long term approach to Player Development.
1-4-3-3 System The Principles of Play for the KSC are as follows: • Look forward first with accuracy and purpose. • Possession is the key to scoring. • Defend up field. • Use possession to probe the opposition for penetrating opportunities. • Utilize ball-oriented defense within a zonal system. • Quick transitions: defense to offense, offense to defense.
Player Characteristics Wingers- creative players in 1v1 scenarios looking to attack and serve balls Center forward- stern player whom can hold balls with back to goal Midfielders- high percentage possession players, link between defenders and forwards Wide Fullbacks- strong tacklers whom like to go forward into attack Center Backs- strong ball winners, particularly with crosses 1-4-3-3 System
Dominant Soccer Either Dominate by being defensively organized (compact defensively) Probing possession to attack in counter scenarios Or Dominate by playing attacking soccer (fluid wide attacks) Defend within the opposing half (pressing high) How to determine how to Dominate? Players- Quality versus Tendency? Conditions- Weather versus Purpose? Mentality- Do the players feel comfortable with the plan? DO the players feel comfortable with their role and their peers’ role? 1-4-3-3 System
1-4-3-3 System • What does our defensive shape look like? • Center of field?
1-4-3-3 System • What does our defensive shape look like? • Wide areas of the field?
Ready to play attacking soccer OR defensive soccer!!! Balance- Everyone must be on the same page. This takes time and cannot be accomplish simply on a chalk board. Formation 1-4-3-3 allows for dominant field position, either across the forward line, center midfield, and/ or the back line. Where do you want to dominate the game? How do you want to dominate the game? 1-4-3-3 System
1-4-3-3 System • Dominate across the Attacking Line Play one wide winger higher than the other to force the opposition to deeper.
Dominate across the midfield Play with an attacking point- permits one more attacker to go forward- Play with a defending point- permits two more attackers to go forward
Dominate the Back Line Play with 2 defensive cmfds- allows flexibility across the back Play with 1 defensive cmfd and an attacking center back- allows for the mfds to attack in wide areas, flair out
1-4-3-3 System • Lines of 1-4-3-3 System There are about 6 lines in the 1-4-3-3 System. With 6 lines of formation, it permits more possible passing angles in attack. Defensively, the available space is limited for the opposition to attack. The distance between players is smaller, hence creating a compact unit across 6 lines.
1-4-3-3 System When in Possession: Create more space and time! • Look to score. Utilize combination plays to maintain possession. Player movement is crucial. Be creative. • Attacking principles for an attack-oriented style: • Attack with Pace. • Immediately after winning the ball, look forward first.